http://www.freeimages.com Tiered instruction invites educators to rethink traditional educational practices based upon a prior time when students were more similar in background and readiness.
Tiered instruction blends assessment and instruction. Before initiating each segment of learning, the teacher completes a pre-assessment to determine what students know and then prescribes content materials and learning experiences that promote continued learning for each student. As teachers consider students' assessed readiness levels, it becomes obvious that everyone is not at the same place in their learning and that different tiered tasks are needed to optimize every student's classroom experience.
Tiered instruction aligns complexity to the readiness levels and learning needs of students. The teacher plans different kinds and degrees of instructional support and structure, depending upon each student's level. Tiered instruction allows all students to focus on essential concepts and skills yet still be challenged at the different levels on which they are individually capable of working.
Ideally, tiered learning tasks engage students slightly beyond what they find easy or comfortable in order to provide genuine challenge and to promote their continued learning (Sylwester, 2003; Vygotsky, 1986). Optimally, a tiered task is neither too simple so that it leads to boredom nor too difficult so that it results in frustration. As Tomlinson cautions, "Only when students work at appropriate challenge levels do they develop the essential habits of persistence, curiosity, and willingness to take intellectual risks" (Kingore, 2001).
Lesson Plan by Ms Lina Kalliontzi (Senior High School)
Teacher Reflection Reflecting on the differentiated lesson having taken place on Monday 8th December,2014 in the 2nd Senior High School of Nea Philadelphia, the teacher will try to evaluate the lesson. To begin with, the goals that were set at the beginning of the lesson were accomplished. In the beginning, the students were asked to recall previously learned vocabulary and to demonstrate the newly acquired knowledge which they successfully did. In addition, through the various activities, the students had to relate professions and qualities, describe people, visualize the newly acquired knowledge, apply the vocabulary learned and produce written and oral material. Finally, they were asked to self-evaluate themselves and to realize what they actually learned during the lesson. Overall, the teaching material used was appropriate and worked really well with the students. The class was divided into three groups according to their readiness. At this point, the teacher has to note that there was a student who was in the advanced team but he would probably have worked better in the middle group. After taking a closer look at the KWL table, which he had completed before the lesson, it became obvious to her that the vocabulary he wrote down in the what I know column was much but simple. Based on the number of the words, the teacher wrongly assigned the student in the advanced group. Therefore, we should keep in mind that we should devote time and attention when assigning students to groups to avoid mistakes like this. As far as the activities are concerned, the students worked very well. They were actively engaged in the activities, participating and cooperating with each other. However, the teacher has to admit that the first activity that the lower team had to complete was quite demanding. Not only did they have to match the new vocabulary with pictures but they also had to produce sentences, which was a bit challenging for them. Although they successfully got it through they used more time that the teacher had predicted in the lesson plan. As a result, this group did not have the time to do their third activity. Next time, they will only be asked to do the first part of the activity. As far as the teacher’s role was concerned, she acted mostly as a facilitator. The lower group needed to be more guided than the other two groups so she spent most of the time helping the third group. Overall, the teacher considers the lesson to have accomplished its goals. The atmosphere of the class was very positive and the students worked enthusiastically and effectively.
Teacher Reflection Resources
Chandler, P. M. & Ruffinelli de Ortiz, S. (2004). Building consensus on teacher assessment. English Teaching Forum, 42(3), 22-30. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/04-42-3-f.pdf This article proposes a collaborative workshop for teachers and teacher trainees to identify their preferred methods of Teacher Assessment (TA). TA refers to the evaluation of teachers. Some examples are observation by colleagues or supervisors, videotaping class, and feedback from students. The pros and cons of various TA instruments and formats are discussed, including how threatening they are perceived to be. Participants also consider what should be included in their professional portfolio. It can be rewarding to involve stakeholders in the process. http://americanenglish.state.gov/resources/english-teaching-forum-2004-volume-42-number-3#child-507 Farrell, T. (2003). Reflective teaching: The principles and practices. English Teaching Forum, 41(4), 14-21. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/03-41-4-b_0.pdf Reflective teaching is highly popular within English language programs, but there is some debate over definitions and best practices for reflective teaching. The author explores current approaches to reflective teaching (e.g., reflection-in-action, action research) and provides guides for a teacher development model using reflective teaching. He concludes that teachers who use reflection will gain freedom from impulse and uncertainty and will redefine themselves as educated and experienced human beings. http://americanenglish.state.gov/resources/english-teaching-forum-2003-volume-41-number-4#child-363 Murray, A. (2010). Empowering teachers through professional development. English Teaching Forum, 48(1), 2-11. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/10-48-1-b.pdf This article promotes professional development for teachers. Connection to a community of teachers and greater motivation and achievement of students are just a few benefits of learning new skills, resources, and techniques. The author describes low-cost development opportunities, from individual tasks such as reading articles and keeping a journal, to collaborative techniques such as peer mentoring/coaching, forming a teacher support group, or joining a national organization. http://americanenglish.state.gov/resources/english-teaching-forum-2010-volume-48-number-1#child-194 Petrie, G. M. & Avery, L. (2011). Identifying our approaches to language learning technologies: Improving professional development. English Teaching Forum, 49(3), 10-19. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/49_3_3_petrie_avery.pdf This article emphasizes Warschauer's Model, explaining the three positions that researchers working in the field of language technology are concerned about: determinist or technophobe and technophile, instrumental, and critical. The article discusses the importance and application of Warschauer’s Model to professional development, offering ideas for activities and lesson plans related to each position held. http://americanenglish.state.gov/resources/english-teaching-forum-2011-volume-49-number-3#child-169 Snarski, M. & Billikova, A. (2003). Ready-to-use methodology materials: Breaking the teacher-fronted cycle in the classroom. English Teaching Forum, 41(1), 10-15, 29. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/03-41-1-g.pdf This article describes the use of loop input and reflective journals to create a more effective way of teaching and preparing teachers of English-as-a-second-language in Slovakia. The authors of this article, who are also the designers of the technique, discuss how they handled challenges to the course, which included poor student motivation and attendance, and students who expect a teacher-fronted classroom rather than a learner-centered one. http://americanenglish.state.gov/resources/english-teaching-forum-2003-volume-41-number-1#child-134 Westbrook, F. (2011). Lessons from the other side of the teacher’s desk: Discovering insights to help language learners. English Teaching Forum, 49(1), 2-7. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/49_1_2_westbrook.pdf An EFL instructor shares ideas on classroom practice after participating in an intensive language program. The author discusses L1 use in the classroom as well as the importance of pronunciation instruction. The article also includes tips on acquiring vocabulary and reasons why pair and group work are good. Finally, the author considers how to support students who may be experiencing communication anxiety as they learn a new language. The article emphasizes a communicative approach and the importance of a friendly classroom environment. http://americanenglish.state.gov/resources/english-teaching-forum-2011-volume-49-number-1#child-107 Tiered Instruction Resources http://www.pps.k12.or.us/departments/tag/1399.htm http://www.diffcentral.com/resources.html Powerpoint Presentation by Ms Kalliontzi
http://www.freeimages.com
Tiered instruction invites educators to rethink traditional educational practices based upon a prior time when students were more similar in background and readiness.
- Tiered instruction blends assessment and instruction. Before initiating each segment of learning, the teacher completes a pre-assessment to determine what students know and then prescribes content materials and learning experiences that promote continued learning for each student. As teachers consider students' assessed readiness levels, it becomes obvious that everyone is not at the same place in their learning and that different tiered tasks are needed to optimize every student's classroom experience.
- Tiered instruction aligns complexity to the readiness levels and learning needs of students. The teacher plans different kinds and degrees of instructional support and structure, depending upon each student's level. Tiered instruction allows all students to focus on essential concepts and skills yet still be challenged at the different levels on which they are individually capable of working.
Ideally, tiered learning tasks engage students slightly beyond what they find easy or comfortable in order to provide genuine challenge and to promote their continued learning (Sylwester, 2003; Vygotsky, 1986). Optimally, a tiered task is neither too simple so that it leads to boredom nor too difficult so that it results in frustration. As Tomlinson cautions, "Only when students work at appropriate challenge levels do they develop the essential habits of persistence, curiosity, and willingness to take intellectual risks" (Kingore, 2001).Lesson Plan by Ms Lina Kalliontzi (Senior High School)
Peer Assessment on Ms Kalliontzi's lesson plan
by Ms Erietta Tzalmakli
Lesson Plan Material
Observation Worksheet
Teacher Reflection
Reflecting on the differentiated lesson having taken place on Monday 8th December,2014 in the 2nd Senior High School of Nea Philadelphia, the teacher will try to evaluate the lesson.
To begin with, the goals that were set at the beginning of the lesson were accomplished. In the beginning, the students were asked to recall previously learned vocabulary and to demonstrate the newly acquired knowledge which they successfully did. In addition, through the various activities, the students had to relate professions and qualities, describe people, visualize the newly acquired knowledge, apply the vocabulary learned and produce written and oral material. Finally, they were asked to self-evaluate themselves and to realize what they actually learned during the lesson.
Overall, the teaching material used was appropriate and worked really well with the students.
The class was divided into three groups according to their readiness. At this point, the teacher has to note that there was a student who was in the advanced team but he would probably have worked better in the middle group. After taking a closer look at the KWL table, which he had completed before the lesson, it became obvious to her that the vocabulary he wrote down in the what I know column was much but simple. Based on the number of the words, the teacher wrongly assigned the student in the advanced group. Therefore, we should keep in mind that we should devote time and attention when assigning students to groups to avoid mistakes like this.
As far as the activities are concerned, the students worked very well. They were actively engaged in the activities, participating and cooperating with each other. However, the teacher has to admit that the first activity that the lower team had to complete was quite demanding. Not only did they have to match the new vocabulary with pictures but they also had to produce sentences, which was a bit challenging for them. Although they successfully got it through they used more time that the teacher had predicted in the lesson plan. As a result, this group did not have the time to do their third activity. Next time, they will only be asked to do the first part of the activity.
As far as the teacher’s role was concerned, she acted mostly as a facilitator. The lower group needed to be more guided than the other two groups so she spent most of the time helping the third group.
Overall, the teacher considers the lesson to have accomplished its goals. The atmosphere of the class was very positive and the students worked enthusiastically and effectively.
Teacher Reflection Resources
Chandler, P. M. & Ruffinelli de Ortiz, S. (2004). Building consensus on teacher assessment. English Teaching Forum, 42(3), 22-30. Retrieved from
http://americanenglish.state.gov/files/ae/resource_files/04-42-3-f.pdf
This article proposes a collaborative workshop for teachers and teacher trainees to identify their preferred methods of Teacher Assessment (TA). TA refers to the evaluation of teachers. Some examples are observation by colleagues or supervisors, videotaping class, and feedback from students. The pros and cons of various TA instruments and formats are discussed, including how threatening they are perceived to be. Participants also consider what should be included in their professional portfolio. It can be rewarding to involve stakeholders in the process.
http://americanenglish.state.gov/resources/english-teaching-forum-2004-volume-42-number-3#child-507
Farrell, T. (2003). Reflective teaching: The principles and practices. English Teaching Forum, 41(4), 14-21. Retrieved from
http://americanenglish.state.gov/files/ae/resource_files/03-41-4-b_0.pdf
Reflective teaching is highly popular within English language programs, but there is some debate over definitions and best practices for reflective teaching. The author explores current approaches to reflective teaching (e.g., reflection-in-action, action research) and provides guides for a teacher development model using reflective teaching. He concludes that teachers who use reflection will gain freedom from impulse and uncertainty and will redefine themselves as educated and experienced human beings.
http://americanenglish.state.gov/resources/english-teaching-forum-2003-volume-41-number-4#child-363
Murray, A. (2010). Empowering teachers through professional development. English Teaching Forum, 48(1), 2-11. Retrieved from
http://americanenglish.state.gov/files/ae/resource_files/10-48-1-b.pdf
This article promotes professional development for teachers. Connection to a community of teachers and greater motivation and achievement of students are just a few benefits of learning new skills, resources, and techniques. The author describes low-cost development opportunities, from individual tasks such as reading articles and keeping a journal, to collaborative techniques such as peer mentoring/coaching, forming a teacher support group, or joining a national organization.
http://americanenglish.state.gov/resources/english-teaching-forum-2010-volume-48-number-1#child-194
Petrie, G. M. & Avery, L. (2011). Identifying our approaches to language learning technologies: Improving professional development. English Teaching Forum, 49(3), 10-19. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/49_3_3_petrie_avery.pdf
This article emphasizes Warschauer's Model, explaining the three positions that researchers working in the field of language technology are concerned about: determinist or technophobe and technophile, instrumental, and critical. The article discusses the importance and application of Warschauer’s Model to professional development, offering ideas for activities and lesson plans related to each position held.
http://americanenglish.state.gov/resources/english-teaching-forum-2011-volume-49-number-3#child-169
Snarski, M. & Billikova, A. (2003). Ready-to-use methodology materials: Breaking the teacher-fronted cycle in the classroom. English Teaching Forum, 41(1), 10-15, 29. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/03-41-1-g.pdf
This article describes the use of loop input and reflective journals to create a more effective way of teaching and preparing teachers of English-as-a-second-language in Slovakia. The authors of this article, who are also the designers of the technique, discuss how they handled challenges to the course, which included poor student motivation and attendance, and students who expect a teacher-fronted classroom rather than a learner-centered one.
http://americanenglish.state.gov/resources/english-teaching-forum-2003-volume-41-number-1#child-134
Westbrook, F. (2011). Lessons from the other side of the teacher’s desk: Discovering insights to help language learners. English Teaching Forum, 49(1), 2-7. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/49_1_2_westbrook.pdf
An EFL instructor shares ideas on classroom practice after participating in an intensive language program. The author discusses L1 use in the classroom as well as the importance of pronunciation instruction. The article also includes tips on acquiring vocabulary and reasons why pair and group work are good. Finally, the author considers how to support students who may be experiencing communication anxiety as they learn a new language. The article emphasizes a communicative approach and the importance of a friendly classroom environment.
http://americanenglish.state.gov/resources/english-teaching-forum-2011-volume-49-number-1#child-107
Tiered Instruction Resources
http://www.pps.k12.or.us/departments/tag/1399.htm
http://www.diffcentral.com/resources.html
Powerpoint Presentation by Ms Kalliontzi
Model Lesson Photos